Problematização do cotidiano de estudantes da zona rural no contexto do residência pedagógica: a temática leite e o ensino de química

Abstract

This paper investigates an intervention in high school based on the Thematic Approach. Some principles of Freirean Thematic Research and concepts proposed by Aesthetic-Environmental Education were assumed in order to relate technical knowledge with popular knowledge and historical-cultural issues experienced in the daily lives of the participants. As a general objective, it was sought to problematize and to discuss, from a teaching intervention with three classes, the importance of the theme “Milk/money” and its beneficiation with senior year students of a escola-campo, part of the Programa Residência Pedagógica. Considering their knowledge. and perceptions of the region and local context. The methodology was divided into three stages: a) Pre-intervention, assuming an exploratory research methodology through bibliographical studies on the theoretical frameworks, being qualitatively analyzed through narratives elaborated by the students in a narrative research bias; b) Intervention, analyzed from the approximation with the naturalistic transcription of classroom scenes; and c) Post-intervention, also analyzed qualitatively, problematizing and comparing the initial and final constructions of this process based on the resignification of students' knowledge and attitudes. It is considered that the proposal has elucidated many potentialities of the theme milk that can be studied in the high school Chemistry subject. The dialogue between the Freirean Thematic Approach and Aesthetic-Environmental Education was promising, as it articulates the importance of diagnosing reality with the feeling of belonging of the different spaces occupied by the participants, thus allowing a clearer reading of the world. The students were able to appropriate many of the collectively constructed evidences because the actions took place within a meaningful and familiar environment that carries a unique feeling for what it represents in their creation. In other words, knowing the students' ideas enables the planning and problematization of real situations, as well as presents a new view of the classroom. Given the above it is argued about an approach to chemistry teaching committed to dialogue and collaborative construction, horizontalizing the process of learning, meaning that everyone actively participates, based on what they know, mediated by the teacher.